She especially observes her students during their one on one time while the student reads from a book. She documents their behavior during this time by keeping certain color sticky notes with a note where they had trouble reading it in the book. The teacher explained that proper management in a classroom can create and maintain appropriate behavior in a child. Behavior issues can interfere with the teaching that go on in the classroom and can lead to unnecessary time being taken away from teaching. There are
In this report, I will describe a teacher and her students in an observation I did in the Phonetics and Phonology class at UCSI University. The purpose of this report is to reflect on the teacher’s teaching strategies and class environment in relation with what I have learned in my Principle and Practice in Language Teaching class. Throughout this paper, a variety of students’ and teacher’s behavior will be discussed that will be analyzed in the reflection section. One of the biggest features of this lesson is the way the lecturer interacts with her students. Basically, the lecturer used different kind of questions during the class, such as questions that helped the lecturer to review the previous lesson with students, questions that were used to introduce the new topic to the students, or questions that moved the class from one stage to another stage.
All people who study at schools, colleges or universities, are required to do this assignment. Failure to comply with these obligations is regarded as a lack of accountability. Homework helps students instead of harming them because it clarifies what they have seen in class, helps them to practice what they learn in school, and helps students prepare for tests or quizzes (Pilgrim). These reasons are very important in a student’s life, and usually the support of their families and teachers help them to improve their thoughts about school stuff. Homework is an important way for teachers to develop relationships with their students ' parents and other caregivers.
To think analytically is to have the ability to think rationally and to identify cause and effect and on the other hand, to think conceptually is to associate various concepts even with there is an overload of information. For example, before an effective teacher is able to plan a lesson, the former results and performances of the students are provided for reference, the teacher needs to think conceptually of methods to design a lesson that will be able to generate learning for every student as different students carries different results. The teacher then carries out the lesson plan that requires students to be actively participating in class but she realises that students are not responding to her lesson according to the expectations set. The teacher then needs to think analytical, evaluate the lesson and to redesign a new lesson
Problem in An English Classroom Being a teacher is not an easy job as we are given responsibilities to teach the children of all age and that will be their knowledge. A teacher’s job is to guide students to the correct path and help them in time of need. As a teacher there are bound to be problems in classroom no matter which subject you are teaching. As for problem in an English classroom, there are many which can cause disturbance in the teaching flow. These problems need to be solve before it get worse and evolve to a bigger issues especially in kindergarten and primary school.
Regardless of the different categorization of teachers’ task, it is argued that the ways these tasks are carried out are not always straightforward and very often vary from teacher to teacher. More importantly, these frequent teachers’ tasks involve discursive processes of teachers managing face as well as negotiating their professional identities. The following examples are selected to illustrate how facework in the classrooms can easily become a vulnerable matter and can be done with quite different approaches. The first extract takes place after a student’s presentation on the topic ‘your daily routine’. What is particular interesting about this extract is the way teacher constructing her feedback and how the feedback is conveyed to the student after the presentation.
Teachers must consider many different aspects of teaching in order to educate and create a beneficial environment for learning to take place. However, as a preservice teacher, I have learned that this task is more difficult than it seems. For instance, I realized that one aspect that must be taken into consideration is that the decisions we make during the class might determine the relationship with our students, outcome of the class or trigger unwanted events. Consequently, teachers should take a pause and examine what type of class they want to achieve and the consequences of the decisions taken for the fulfillment of it. In our daily lives, we perform intentional actions in order to achieve a result.
I felt mad because I had to start my lesson plan and instructional materials again. Mr. Garcia assigned a new topic and it was about angle of elevation and depression.My cooperating teacher and I were going over research and planning the demo in our vacant time which was very helpful. When we are done in the concept of the lesson, we showed it to the head of math department to know if she has a suggestions or comment. She told me to have a differentiated activity in the lesson for the slow and fast learner and the examples included in the lesson must be localized.In addition, she told me to show my lesson plan to one of the English teacher, for the checking of the grammar. At first I don’t have idea on how to include that on my topic but Mr. Garcia gave me an idea on how I apply the differentiated activity.
A problem faced by educators is the disengagement of students on their academic life (Covell, McNeil & Howe, 2009). There are reported students who totally disconnect with their studies that resulted to poor academic performance or failure (Parsons & Taylor, 2011). One of most educators’ objectives is for their students to engage in their studies, which leads to the success of their academic experience (Butler-Kisber & Portelli, 2003). Hence, educators seek to foster learning and support students to attain their academic goals. Apparently, educators are finding ways and hoping for their students to become successful learners.
A haphazard or careless use of the mother tongue may be an unwanted side-effect of monolingualism, often employed today by disaffected or teachers. A very concise description of L1 role in EFL context is resented by Larsen-Freeman. She supports the role of the mother tongue in the classroom procedures and summarizes the role of L1 in various ELT methods. Grammar Translation Method: The meaning of the target language is made clear by translating it into the students ' native language. The language that is used in the class is mostly the students ' native language.